Washbacked Teacher-Learner’s Academic Behavior (the case of Iranian EFL MA Preparatory Course) مقالة

مؤلف: Abbasian، Gholam-Reza ؛ Moghimeslam، Ardalan ؛

Journal of Language and Translation Spring 2013, Volume 3 - Number 2 ISC (‎13 صفحة - من 21 إلی 33 )

الکلمات المفتاحية: Washback TEFL Preparation Course Teaching and Learning Styles and Maxims

خلاصة:

The effect of test on teachers, students, and their classroom behaviors has ever been amenable to scholar- ly studies. To explore such an effect, 20 professors offering MA TEFL preparation courses and 30 candi- dates received PLSP and APALS inventories. Paired-sample t-tests revealed significant differences. However, the respective componential multivariate ANOVA revealed non-significant and significant dif- ferences among the components of the styles and maxims, respectively. The teacher’s teaching styles and maxims were significantly affected in the light of washback. Pearson correlation coefficients revealed significant correlation among the components like: classroom conduct, facilitation, and agenda. Contrary to the hypotheses made, the results of the similar analyses (t-test, componential multivariate ANOVA and correlation coefficients) run as to the learners’ learning styles showed drastically opposite results; mean- ing that neither the styles as a whole nor their componential individual sub-styles showed to have been significantly washback-determined. These contradictory findings may be attributed to reflective orienta- tions among the teachers.

ملخص الجهاز:

"Wintergerst and DeCapua's (2002) washback study on students endorses the link between test effect and national and cultural phenomena on both native and nonnative speakers , and the one by Xiao (2006) supports existence of a mismatch caused by culture-based differences in percep- tions and expectations of L2 teaching and learn- ing style preferences between Irish English teachers and Chinese students. To fill the gap, this study was an attempt to explore the washback from cognitive perspective; effects on learners learning and teachers’ teaching styles or maxims in TEFL MA University Entrance Ex- amination (UEE) preparatory courses. 78 Investigating the First Research Question To address the first research question, a paired- samples t-test was run to compare the mean scores of the teachers' teaching styles prior to and after the administration of the general test of TEFL MA University Entrance Examination. Given the multifactorial nature of teachers’ max- ims, multivariate ANOVA was also run to com- pare the mean scores of the five components of the teachers' teaching styles prior to the adminis- tration of general test of TEFL MA UEE. (view the image of this page)Based on these results it can be concluded that there are significant differences between the mean scores of the five components of the teachers' teaching styles after the administra- tion of general test of TEFL MA UEE. Based on these results it can be concluded that there is not any significant difference among the mean scores of the six components of the students' learning styles prior to the adminis- tration of general test of TEFL MA UEE."

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